Marvin Lynn
Biographic Data
| ID | 3828090 |
|---|---|
| NAME | Marvin Lynn |
| GIVEN NAMES | Marvin |
| FAMILY NAME | Lynn |
| SIGNATURE | LYNN M |
| AFFILIATIONS | University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 348 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 11 |
Handbook of Critical Race Theory in Education
This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education. It is the first authoritative reference work to provide a truly comprehensive description and analysis of the topic, from the defining conceptual principles of CRT in the Law that gave shape to its radical underpinnings to the political and social implications of the field today. It is div…
Examining Grow Your Own Programs Across the Teacher Development Continuum
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
Research on Black male teachers, then and now
Handbook of Critical Race Theory in Education
The above statement was taken from Hilliard’s (2003) chapter “No Mystery: Closing the Achievement Gap” in Young, Gifted and Black. We open with this quote because Hilliard’s problematizing the societal narrative concerning the “achievement gap” between blacks and whites draws attention to the way that racism functions in a conspicuous manner by, on the one hand, differentiating between whites’ and non-whites’ cognitive ability through a supposed …
Critical race pedagogy 2.0
In this article, we attempt to honor the rich legacy of Derrick Bell by detailing how exploring his specific contributions to critical race theory (CRT) provided lessons for developing and refining critical race pedagogy (CRP). We examine Bell’s racial realism thesis in connection with his pedagogical work. In doing so, we find that he was as committed to developing a ‘community-based’ law classroom as he was to articulating a strong critique of …
Power, politics, and critical race pedagogy
In this article, the authors explore the analytic connections between the scholarship on Black teachers and the development of the concept of critical pedagogy. In particular, the authors conduct a detailed analysis of both of these discourses and then explore the work of two African‐American male teachers in an urban school in Los Angeles. The findings reveal that the links between critical pedagogy and the scholarship on Black teachers is stron…
Critical race praxis in education
The following collection of articles commemorates the twentieth anniversary of the first critical race theory (CRT) conference in Madison, Wisconsin (US). In the spirit of the collection of graduat
Dancing between two worlds
This article offers a portrait of a young black male teacher in an urban school in South Central Los Angeles. In the portrait, the words of the subject are intertwined with the thoughts and reactions of the researcher as a way in which to capture his life history narrative and offer his reading of the world. The article discusses the participant’s reflections on growing up in South Central, Los Angeles and how it shaped his identity. In particula…
Preservice teacher inquiry
Critical Race Studies in Education
Chapter 1
school student’s remarks express her worry that the courts will eliminate the single policy in education that aims to account for race. Her comments refer to the University of Michigan’s race-conscious admission policy, challenged at the under-graduate and law school levels by White female candidates denied admission to the selective campus (see Gratz v. Bollinger, 2003; Grutter v. Bollinger, 2003). Taken together, these quotations reveal the “co…
Inserting the ‘Race’ into Critical Pedagogy
There has been some debate about whether ‘critical pedagogy,’ as a field of study, adequately incorporates issues of race and racism into its analysis of schooling and society (Gordon, 1995). Among other things, researchers have suggested that critical pedagogy, with its foundation in Marxist critiques of schooling and society, has privileged issues of social class over race or gender (Ellsworth, 1989; Gordon, 1995; McCarthy, 1988; Lynn, 1999). W…
Critical Race Theory and the Perspectives of Black Men Teachers in the Los Angeles Public Schools
When asked why he teaches in urban schools, a respondent softly uttered these words: “I teach ‘cause I keep seein’ me’’. This is an emotional and revealing statement made by a 35-year-old Black man who worked as a middle school teacher in South Central Los Angeles. Having grown up in impoverished conditions in South Central Los Angeles, his schooling experience was less than optimal. Here, he expresses in plain but powerful language his commitmen…
What's Race Got to Do With It? Critical Race Theory's Conflicts With and Connections to Qualitative Research Methodology and Epistemology
This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a spec…
What 's Race Got to Do With It? Critical Race Theory's Conflicts With and Connections to Qualitative Research Methodology and Epistemology
Critical Race Theory and Education
A century after the great American sociologist W.E.B. DuBois predicted that racism would continue to emerge as one of this country’s key problems, educational researchers, practitioners, and students are still in need of a language that will provide the necessary tools for effectively analyzing and coming to terms with the impact of race and racism on education. In part because of the reemergence of conservative pseudoscientific discourses in the…
Toward a Critical Race Pedagogy
This article explores the connectivity of research and theories of African American emancipatory pedagogy to Critical Race Theory (CRT). In doing so, the guiding principles and maxims of CRT as an emergent ethical and moralistic discourse on race and racism in the law will be briefly outlined. Next, the premises of CRT will be used to analyze ethnographic interviews conducted with eight African American teachers. The interview data will then be u…
Raising the Critical Consciousness of African American Students in Baldwin Hills
Marvin Lynn, Charletta Johnson, Kamal Hassan, Raising the Critical Consciousness of African American Students in Baldwin Hills: A Portrait of an Exemplary African American Male Teacher, The Journal of Negro Education, Vol. 68, No. 1, Preparing Students for the New Millenium: Exploring Factors That Contribute to the Successful Education of African American Students (Winter, 1999), pp. 42-53
What's Race Got to Do With It? Critical Race Theory's Conflicts With and Connections to Qualitative Research Methodology and Epistemology
This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a spec…
Examining Grow Your Own Programs Across the Teacher Development Continuum
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
Toward a Critical Race Pedagogy
This article explores the connectivity of research and theories of African American emancipatory pedagogy to Critical Race Theory (CRT). In doing so, the guiding principles and maxims of CRT as an emergent ethical and moralistic discourse on race and racism in the law will be briefly outlined. Next, the premises of CRT will be used to analyze ethnographic interviews conducted with eight African American teachers. The interview data will then be u…
Dancing between two worlds
This article offers a portrait of a young black male teacher in an urban school in South Central Los Angeles. In the portrait, the words of the subject are intertwined with the thoughts and reactions of the researcher as a way in which to capture his life history narrative and offer his reading of the world. The article discusses the participant’s reflections on growing up in South Central, Los Angeles and how it shaped his identity. In particula…
Critical Race Studies in Education
Inserting the ‘Race’ into Critical Pedagogy
There has been some debate about whether ‘critical pedagogy,’ as a field of study, adequately incorporates issues of race and racism into its analysis of schooling and society (Gordon, 1995). Among other things, researchers have suggested that critical pedagogy, with its foundation in Marxist critiques of schooling and society, has privileged issues of social class over race or gender (Ellsworth, 1989; Gordon, 1995; McCarthy, 1988; Lynn, 1999). W…
Critical Race Theory and Education
A century after the great American sociologist W.E.B. DuBois predicted that racism would continue to emerge as one of this country’s key problems, educational researchers, practitioners, and students are still in need of a language that will provide the necessary tools for effectively analyzing and coming to terms with the impact of race and racism on education. In part because of the reemergence of conservative pseudoscientific discourses in the…
Power, politics, and critical race pedagogy
In this article, the authors explore the analytic connections between the scholarship on Black teachers and the development of the concept of critical pedagogy. In particular, the authors conduct a detailed analysis of both of these discourses and then explore the work of two African‐American male teachers in an urban school in Los Angeles. The findings reveal that the links between critical pedagogy and the scholarship on Black teachers is stron…
What 's Race Got to Do With It? Critical Race Theory's Conflicts With and Connections to Qualitative Research Methodology and Epistemology
Critical race pedagogy 2.0
In this article, we attempt to honor the rich legacy of Derrick Bell by detailing how exploring his specific contributions to critical race theory (CRT) provided lessons for developing and refining critical race pedagogy (CRP). We examine Bell’s racial realism thesis in connection with his pedagogical work. In doing so, we find that he was as committed to developing a ‘community-based’ law classroom as he was to articulating a strong critique of …
Raising the Critical Consciousness of African American Students in Baldwin Hills
Marvin Lynn, Charletta Johnson, Kamal Hassan, Raising the Critical Consciousness of African American Students in Baldwin Hills: A Portrait of an Exemplary African American Male Teacher, The Journal of Negro Education, Vol. 68, No. 1, Preparing Students for the New Millenium: Exploring Factors That Contribute to the Successful Education of African American Students (Winter, 1999), pp. 42-53
Preservice teacher inquiry
Critical race praxis in education
The following collection of articles commemorates the twentieth anniversary of the first critical race theory (CRT) conference in Madison, Wisconsin (US). In the spirit of the collection of graduat
Toward a Critical Race Pedagogy
This article explores the connectivity of research and theories of African American emancipatory pedagogy to Critical Race Theory (CRT). In doing so, the guiding principles and maxims of CRT as an emergent ethical and moralistic discourse on race and racism in the law will be briefly outlined. Next, the premises of CRT will be used to analyze ethnographic interviews conducted with eight African American teachers. The interview data will then be u…
Raising the Critical Consciousness of African American Students in Baldwin Hills
Marvin Lynn, Charletta Johnson, Kamal Hassan, Raising the Critical Consciousness of African American Students in Baldwin Hills: A Portrait of an Exemplary African American Male Teacher, The Journal of Negro Education, Vol. 68, No. 1, Preparing Students for the New Millenium: Exploring Factors That Contribute to the Successful Education of African American Students (Winter, 1999), pp. 42-53
Critical Race Theory and the Perspectives of Black Men Teachers in the Los Angeles Public Schools
When asked why he teaches in urban schools, a respondent softly uttered these words: “I teach ‘cause I keep seein’ me’’. This is an emotional and revealing statement made by a 35-year-old Black man who worked as a middle school teacher in South Central Los Angeles. Having grown up in impoverished conditions in South Central Los Angeles, his schooling experience was less than optimal. Here, he expresses in plain but powerful language his commitmen…
What's Race Got to Do With It? Critical Race Theory's Conflicts With and Connections to Qualitative Research Methodology and Epistemology
This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a spec…
What 's Race Got to Do With It? Critical Race Theory's Conflicts With and Connections to Qualitative Research Methodology and Epistemology
Critical Race Theory and Education
A century after the great American sociologist W.E.B. DuBois predicted that racism would continue to emerge as one of this country’s key problems, educational researchers, practitioners, and students are still in need of a language that will provide the necessary tools for effectively analyzing and coming to terms with the impact of race and racism on education. In part because of the reemergence of conservative pseudoscientific discourses in the…
Chapter 1
school student’s remarks express her worry that the courts will eliminate the single policy in education that aims to account for race. Her comments refer to the University of Michigan’s race-conscious admission policy, challenged at the under-graduate and law school levels by White female candidates denied admission to the selective campus (see Gratz v. Bollinger, 2003; Grutter v. Bollinger, 2003). Taken together, these quotations reveal the “co…
Inserting the ‘Race’ into Critical Pedagogy
There has been some debate about whether ‘critical pedagogy,’ as a field of study, adequately incorporates issues of race and racism into its analysis of schooling and society (Gordon, 1995). Among other things, researchers have suggested that critical pedagogy, with its foundation in Marxist critiques of schooling and society, has privileged issues of social class over race or gender (Ellsworth, 1989; Gordon, 1995; McCarthy, 1988; Lynn, 1999). W…
Dancing between two worlds
This article offers a portrait of a young black male teacher in an urban school in South Central Los Angeles. In the portrait, the words of the subject are intertwined with the thoughts and reactions of the researcher as a way in which to capture his life history narrative and offer his reading of the world. The article discusses the participant’s reflections on growing up in South Central, Los Angeles and how it shaped his identity. In particula…
Preservice teacher inquiry
Critical Race Studies in Education
Power, politics, and critical race pedagogy
In this article, the authors explore the analytic connections between the scholarship on Black teachers and the development of the concept of critical pedagogy. In particular, the authors conduct a detailed analysis of both of these discourses and then explore the work of two African‐American male teachers in an urban school in Los Angeles. The findings reveal that the links between critical pedagogy and the scholarship on Black teachers is stron…
Critical race praxis in education
The following collection of articles commemorates the twentieth anniversary of the first critical race theory (CRT) conference in Madison, Wisconsin (US). In the spirit of the collection of graduat
Handbook of Critical Race Theory in Education
The above statement was taken from Hilliard’s (2003) chapter “No Mystery: Closing the Achievement Gap” in Young, Gifted and Black. We open with this quote because Hilliard’s problematizing the societal narrative concerning the “achievement gap” between blacks and whites draws attention to the way that racism functions in a conspicuous manner by, on the one hand, differentiating between whites’ and non-whites’ cognitive ability through a supposed …
Critical race pedagogy 2.0
In this article, we attempt to honor the rich legacy of Derrick Bell by detailing how exploring his specific contributions to critical race theory (CRT) provided lessons for developing and refining critical race pedagogy (CRP). We examine Bell’s racial realism thesis in connection with his pedagogical work. In doing so, we find that he was as committed to developing a ‘community-based’ law classroom as he was to articulating a strong critique of …
Research on Black male teachers, then and now
Examining Grow Your Own Programs Across the Teacher Development Continuum
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
Handbook of Critical Race Theory in Education
This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education. It is the first authoritative reference work to provide a truly comprehensive description and analysis of the topic, from the defining conceptual principles of CRT in the Law that gave shape to its radical underpinnings to the political and social implications of the field today. It is div…
Sociology (18 works) · Critical Race Theory in Education (16 works) · Gender Studies (16 works) · Critical race theory (13 works) · Critical theory (10 works) · Gender Studies (10 works) · Pedagogy (10 works) · Political science (10 works) · Teacher Education and Leadership Studies (10 works) · Race (biology (9 works)